Information Feedback and the Learning of Multiple-Degree-of-Freedom Activities

Abstract

The influence of information feedback on the learning of a multiple-degree-of-freedom activity, the overhand throw, was investigated. During learning, feedback was presented in the form of knowledge of results, knowledge of performance, knowledge of performance with attention-focusing cues, or knowledge of performance with error-correcting transitional information. Across 12 practice sessions, performance was assessed with respect to both throwing distance and throwing form. Subjects provided with knowledge of performance along with transitional information demonstrated significant gains in throwing distance, compared with subjects receiving knowledge of performance or knowledge of results alone. Movement form ratings followed the same trend. Providing learners with cues to focus their attention on the relevant aspects of knowledge of performance or directly providing transitional information was a better aid to the acquisition of throwing form than providing knowledge of results or knowledge of performance alone. These results support the hypothesis that knowledge of results may not be the most potent form of feedback in multiple-degree-of-freedom activities and that knowledge of performance, when combined with additional information, can lead to significant gains in skill acquisition.

Aprendizagem do nado peito através do fornecimento de feedback de videoteipe

“…Assuming the use of a feedback, the increase observed in the scores of the Verbal and the Video groups is approximately two times bigger than the Control group one. This result confirms earlier studies, when providing feedback on the error movement generated corrections on the next move, approximating the movement to the goal task and improving performance 17,[21][22][23][24][25] . Analyzing the mean and the coefficient of variation of the scores in Retention, we observed that the Verbal group learning was superior to the Control group learning.…”

“…It was not clear that the videotape feedback has a motivational effect superior to the verbal feedback. However, due to some participants, in the Control group, have considered learning the breaststroke tiring and were not satisfied with it, we evidenced, as well as in initial researches [16][17][18] , that the use of feedback has a superior motivational effect than the situation in which it is not provided 12 . Another important aspect was that six participants of the Control group failed to participate in the experiment without any justification, raising the question about their motivational states to practice without providing feedback.…”

“…Specifically, the use of videotape record has turned into a popular way of providing feedback. The videotape became available in the 1960's, showing the dynamics of students' movements in detail and providing feedback during the practice 12,17,18 . Even so, the verbal feedback is still the most used during swimming learning process 19 .…”

Ultrasound Imaging as a Feedback Tool in the Rehabilitation of Trunk Muscle Dysfunction for People With Low Back Pain

“…Most of what we know about providing augmented feedback comes from laboratory experiments in which KR was manipulated. 22 Some researchers 16,55 have suggested that KP is better than KR at facilitating skill acquisition, whereas others 42 demonstrated the benefit of both KR and KP, each providing benefit for different reasons. Researchers that have assessed the use of RUSI to assess the anterolateral abdominal and lumbar multifidus muscles have used both KR and KP (TABLE).…”

Efeitos do conhecimento de performance visual em uma frequência autocontrolada na aprendizagem de uma habilidade esportiva

“…Rikli e Smith (1980) CARLTON, 1992;ROTHSTEIN, 1980;ROTHSTEIN;ARNOLD, 1976) e crianças (BUNKER et al, 1976;NEUFELD;NEUFELD, 1972).…”